Activity: Students watch the video about empathy and discuss what empathy is and is not. They practice responding to different scenarios in order to understand how to practice empathy. Note to teachers: This activity involves something called Process Drama, which iswhen students are assigned roles and act out situations without a script. Teachers provide a framework for where the conversation can go, giving students a specific scenario to act out with the goals of developing empathy.
Materials needed: the video
Directions: Explain that today’s lesson is about empathy. Ask students if they can define that word. Show the video, and follow it up with a discussion about what the video illustrates about empathy, what it is and what it is not. Guide them by asking open-ended questions, to realize that sympathy is when one feels sad about another’s situation, but fails to do anything about it. Empathy is shown by the words and actions of the green ball. It feels sad about the red ball’s situation, admits that it might not completely understand the red ball’s pain but can relate because of a similar experience, tries to feel the red ball’s feelings, does not judge him, and shows through his actions that he sincerely cares about helping. Tell students that they will practice what empathy is and is not by acting out scenarios. Brainstorm various experiences that require empathy, write them down and ask students to act them out. Suggestions for scenarios:
Demonstrate what it is to not show empathy and what real empathy looks and sounds like when someone (1) falls down on the playground, (2) starts to cry because their pet died, (3) is bullied, (4) drops their lunch on the floor. Coach students to copy what they observed in the video. Ask them to share how they felt when they didn’t receive empathy and when they did.
Wrap it up: Explain: “Today you used a method called Process Drama that helps us stand in someone else’s shoes when there’s a situation that is painful. You acted out various scenarios without a script, and demonstrated what it looks like to either show empathy, or not. The person who needed empathy didn’t get it at first, which was probably a bit painful. But when the student showed real empathy, there was a good feeling for both. I hope that this exercise helps you understand how we all need empathy when the chips are down. Perhaps the next time you see someone in need of empathy, you will use what you’ve learned today.”
Related resource: https://www.youtube.com/watch?v=KnHDwPocH64&t=83s
Activity: Students watch the video about empathy and discuss what empathy is and is not. They practice responding to different scenarios in order to understand how to practice empathy. Note to teachers: This activity involves something called Process Drama, which iswhen students are assigned roles and act out situations without a script. Teachers provide a framework for where the conversation can go, giving students a specific scenario to act out with the goals of developing empathy.
Materials needed: the video
Directions: Explain that today’s lesson is about empathy. Ask students if they can define that word. Show the video, and follow it up with a discussion about what the video illustrates about empathy, what it is and what it is not. Guide them by asking open-ended questions, to realize that sympathy is when one feels sad about another’s situation, but fails to do anything about it. Empathy is shown by the words and actions of the green ball. It feels sad about the red ball’s situation, admits that it might not completely understand the red ball’s pain but can relate because of a similar experience, tries to feel the red ball’s feelings, does not judge him, and shows through his actions that he sincerely cares about helping. Tell students that they will practice what empathy is and is not by acting out scenarios. Brainstorm various experiences that require empathy, write them down and ask students to act them out. Suggestions for scenarios:
Demonstrate what it is to not show empathy and what real empathy looks and sounds like when someone (1) falls down on the playground, (2) starts to cry because their pet died, (3) is bullied, (4) drops their lunch on the floor. Coach students to copy what they observed in the video. Ask them to share how they felt when they didn’t receive empathy and when they did.
Wrap it up: Explain: “Today you used a method called Process Drama that helps us stand in someone else’s shoes when there’s a situation that is painful. You acted out various scenarios without a script, and demonstrated what it looks like to either show empathy, or not. The person who needed empathy didn’t get it at first, which was probably a bit painful. But when the student showed real empathy, there was a good feeling for both. I hope that this exercise helps you understand how we all need empathy when the chips are down. Perhaps the next time you see someone in need of empathy, you will use what you’ve learned today.”
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